The 10th Education International (EI) World Congress, meeting in Buenos Aires, Argentina, from 29 July to 2 August 2024 notes:
At the height of the Covid-19 pandemic more than 1.6 billion learners were affected by school closures and that at the beginning of 2022, more than 616 million children were still affected by full or partial school closures with the youngest and most marginalised students experiencing the greatest learning loss;
The rise in persistent absence since the Covid-19 pandemic and that students from disadvantaged backgrounds are much more likely to be persistently absent;
The rise in public debt levels facing developing countries in the wake of the pandemic, resulting in 3.3 billion people now living in countries that spend more on debt interest than on education or health, a situation that is expected to worsen, with more than half of low-income countries currently either in or at high risk of debt distress.
Congress commends:
EI’s report, The unintended consequences of Artificial Intelligence and Education, in highlighting the risks posed by the increased commercialisation of education.
Congress condemns:
The widening of inequities between advantaged and disadvantaged students and communities;
The increased commercialisation of education and the companies who have used the crisis to gain a foothold in education and are promoting their EdTech products as a solution for recovery;
Governments in high income countries who continue to renege on their commitment to allocate 0.7% of gross national income (GNI) for overseas development assistance (ODA);
The impact of worsening debt burdens on governments’ ability to properly fund their education systems, and the inaction of donors, international development partners and international financial institutions to reduce the burden of debt.
Congress resolves:
To take action to secure high-quality equitable and inclusive education for all students and the targeting of resources and support towards those who are at greatest risk. This must include an unrelenting focus on recruiting and retaining a high-quality teacher and education workforce, including support professionals and those preparing to become educators, and ensuring that teachers and educators enjoy good working conditions, including the right to organise and be a member of a trade union;
That unions in high income countries should press their governments to fulfil their commitment to allocate 0.7% of GNI for ODA and for at least 15% of this funding to be allocated to education and that the use of this funding be defined with the participation of the unions, ensuring that external funds meet national needs and priorities;
That unions should work collaboratively to ensure a progressive taxation, reforming their national tax systems so that the tax/GDP ratios increase and that 4-6% of GDP and/or at least 15-20% of total public expenditure is allocated to education;
To intensify efforts through the ‘Go Public! Fund Education’ campaign to secure bold international action and reform that supports progressive taxation, and debt relief and forgiveness, for countries whose debt burdens are threatening their ability to adequately invest in public services;
That unions should acknowledge the recommendations of The unintended consequences of Artificial Intelligence and Education when framing their opposition to the inappropriate use of AI and EdTech in recovery strategies;
To conduct research that examines the extent to which private technology companies and the use of educational technology employed during the pandemic have become further embedded into national education systems and how this has affected teaching and learning including curriculum, pedagogy and assessment.